My Perspectives Grade 12 Student Edition-Unit 5

performance-based assessment sources Part 1 • Whole-class selections Writing to Sources: Personal Narrative • small-group selections You have read a variety of texts that explore the development of a person’s sense of self. Whether you experience an hour in the life of a character, as • independent-LEARNING in Mrs. Dalloway, or watch as a speaker reveals deep feelings about nature selection and memory, as in “Lines Composed a Few Miles Above Tintern Abbey,” you come away from the texts in this unit with a deeper understanding of what constitutes the “self.” Assignment Write a personal narrative in which you answer the following question: What types of experiences allow us to discover who we really are? Think about one positive and one negative experience that helped you to develop a sense of self. Perhaps you came to some revelation while observing an object or a scene, as the Romantic poets did. Perhaps a conflict led to a change in your attitude. Record the experiences in narrative form, showing the repercussions of each event on your development. Infuse your narrative with sensory details that make your experiences come alive. Conclude with an explanation of how the experiences made you the person you are today. Reread the Assignment  Review the assignment to be sure you fully understand it. The assignment may reference some of the academic words presented at the beginning of the unit. Be sure you understand each of the words given below in order to complete the assignment correctly. Academic Vocabulary inanimate anachronism revelation infuse repercussion   WORD NETWORK Review the Elements of a Personal Narrative  Before you begin © Pearson Education, Inc., or its affiliates. All rights reserved. writing, read the Narrative Rubric. Once you have completed your first draft, As you write and revise your check it against the rubric. If one or more of the elements is missing or narrative, use your Word not as strong as it could be, revise your narrative to add or strengthen that Network to help vary your component. word choices.  Standards Writing • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. • Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. 672  UNIT 5 • DISCOVERING THE SELF

essential question: How do we define ourselves? Narrative Rubric Details and Elaboration Language Conventions Focus and Organization The narrative provides precise The narrative intentionally details that bring to life the uses standard English The introduction engages the reader and setting, characters, and conventions of usage and reveals the focus of the narrative. conflict. mechanics. The narrative establishes and maintains a The use of sensory language The narrative contains no clear point of view. enriches the narrative. misspelled words. Events are organized in a clear sequence 4 and combine to build toward a particular outcome. At least two important events are clearly described. The conclusion contains an engaging or original reflection on the significance of the events. The introduction is somewhat engaging The narrative contains details The narrative demonstrates and reveals the focus of the narrative. that depict the setting, accuracy in standard characters, and conflict. English conventions of The narrative establishes and maintains a usage and mechanics. point of view. The narrative makes use of some sensory details. The narrative contains very Events are organized in a clear sequence few misspelled words. 3 and mostly build toward a particular outcome. Two important events are described. The conclusion contains a reflection on the significance of the events. The introduction reveals the focus of the The narrative has few details The narrative demonstrates narrative. that depict the setting, some accuracy in standard characters, and conflict. English conventions of A point of view is maintained with usage and mechanics. occasional lapses. Sensory details are used only sparingly; their effect is limited. The narrative suffers Events are mostly in sequence, but the because of misspellings. 2 differentiation between events may be hard to follow. Two events are described. © Pearson Education, Inc., or its affiliates. All rights reserved. The conclusion follows from the narrative but may not provide a reflection on the significance of events. The introduction fails to reveal the The narrative lacks details The narrative contains focus of the narrative, or there is no about the setting, characters, mistakes in standard introduction. and conflict. English conventions of usage and mechanics. The point of view is not always clear. Few or no sensory details are used in the narrative. Misspellings are frequent, Events are not organized in a clear making the narrative difficult to read and 1 sequence and are hard to follow. Two understand. events are described minimally, or only one event is mentioned. The conclusion does not follow from the narrative, or there is no conclusion. Little or no reflection is provided. Performance-Based Assessment  673

PERFORMANCE-BASED ASSESSMENT Part 2 Speaking and Listening: Elevator Introduction Assignment After completing a final draft of your narrative, condense the main ideas into a two-minute elevator introduction. In an elevator introduction, you tell significant details about yourself in a very short speech—the length of time you would spend riding up with someone in an elevator. Ask a classmate to record your speech in a video.  Standards Follow these steps to make your elevator introduction fascinating and Speaking and Listening understandable. • Present information, findings, and supporting evidence, conveying a • Summarize your narrative, using key details from the two events you clear and distinct perspective, such described. Include your explanation of how the events shaped your life. that listeners can follow the line of reasoning, alternative or opposing • Decide how to use your voice to convey your feelings about the events. perspectives are addressed, and • Practice your delivery, keeping in mind that your goal is to introduce the organization, development, substance, and style are appropriate yourself and intrigue your audience with your very short story. to purpose, audience, and a range of formal and informal tasks. Review the Rubric  Before you deliver your elevator introduction, check • Make strategic use of digital your plans against this rubric. If one or more of the elements is missing or media in presentations to enhance not as strong as it could be, revise your presentation. understanding of findings, reasoning, and evidence and to add interest. Content Use of Media Presentation Techniques The key events of the narrative The video focuses on the The speaker looks at the are summarized in the elevator speaker’s face. camera. 3 introduction. The word choice is precise, lively, Sound is clear, and volume is The speaker effectively uses and engaging. appropriate. vocal changes to convey feelings. Most of the key events of the narrative are included in the The video mostly focuses on the The speaker looks at the © Pearson Education, Inc., or its affiliates. All rights reserved. elevator speech. speaker’s face. camera from time to time. 2 The word choice is appropriate but could be more descriptive or Sound is mostly clear, and volume is The speaker occasionally engaging. usually appropriate. uses vocal changes to convey feelings. The narrative is poorly The focus of the video is erratic. The speaker seldom looks at summarized, and the elevator Sound and volume may vary. the camera. introduction contains too few or 1 too many details. The speaker mumbles or speaks in a monotone. The word choice is uninteresting and unmemorable. 674  UNIT 5 • DISCOVERING THE SELF

5unit reflection Reflect on the Unit Now that you’ve completed the unit, take a few moments to reflect on your learning. Use the questions below to think about where you succeeded, what skills and strategies helped you, and where you can continue to grow in the future. Reflect on the Unit Goals Look back at the goals at the beginning of the unit. Use a different colored pen to rate yourself again. Think about readings and activities that contributed the most to the growth of your understanding. Record your thoughts. Reflect on the Learning Strategies Discuss It  Write a reflection on whether you were able to improve your learning based on your Action Plans. Think about what worked, what didn’t, and what you might do to keep working on these strategies. Record your ideas before a class discussion. © Pearson Education, Inc., or its affiliates. All rights reserved. Reflect on the Text  Standards Speaking and Listening Choose a selection that you found challenging, and explain what made it • Initiate and participate effectively difficult. in a range of collaborative discussions with diverse partners Explain something that surprised you about a text in the unit. on grades 11–12 topics, texts, and issues, building on others’ ideas and Which activity taught you the most about discovering the self? What expressing their own clearly and did you learn? persuasively. • Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SCAN FOR Performance-Based Assessment  675 MULTIMEDIA